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Patient-care provider communication directly impacts healthcare experiences. Technological innovation and traditional authority roles in healthcare settings often create conditions for patients that are fast-paced, overwhelming, or confusing. As the healthcare landscape continues to evolve, it is important to equip patients with the appropriate tools to communicatively navigate their own health experiences. Training students to recognize and develop the types of communication skills that are useful for navigating the healthcare system increases their overall health self-efficacy so they can more proactively and collaboratively engage with their care providers. Although care providers often receive varied forms of communication skills training at some point in their career, there are very few opportunities for patients to learn how to proactively participate in collaborative communicative exchanges specifically within healthcare settings. This proposed activity encourages students to critically examine the types of communication skills that can positively contribute to patient-care provider interactions and to increase their own sense of health self-efficacy for positive healthcare experiences. [ABSTRACT FROM AUTHOR]

This paper reviews the use of games in geographical teaching, including prior to the emergence of computer-based (digital) games. The growing popularity of ‘serious games’ and ‘edutainment’ is addressed, focusing on their perceived advantages in classroom-based teaching. The blurring between digital games for educational purposes and games primarily for entertainment is discussed, reflecting on the popularity of SimCity and the potential of these games for learning about urban planning. This analysis champions games enabling students to play different roles and produce realistic ‘real life’ outcomes. Two examples of non-digital board games, Participology and Geogopoly, illustrate how role play broadens students' understanding of planning and human geography.

Chairwork refers to a collection of experiential interventions which utilise chairs, their positioning, movement, and dialogue to facilitate therapeutic change. Chair-based methods are used in several models of psychotherapy, including cognitive behavioural therapy (CBT). However, little is known about cognitive behavioural therapists' use and attitudes towards chairwork. A mixed methods survey was conducted of 102 therapists who provided CBT. Overall, training in chairwork was weak amongst CBT therapists (35%). Quantitative results indicated that most therapists perceived chairwork to be clinically effective and consistent with the cognitive behavioural model, but did not feel competent using these methods. Perceived competence was highest amongst therapists who had been trained in chairwork and practised it frequently, but was unrelated to CBT accreditation or clinical experience. Qualitative feedback identified a number of factors that encouraged the use of chairwork (e.g. overcoming limitations associated with verbal restructuring methods), as well as inhibitors (e.g. therapist anxiety and limited access to training). These preliminary findings highlight a need for further research relating to cognitive behavioural chairwork and suggest that increased training in experiential interventions could go some way towards improving outcomes in CBT. Key learning aims: As a result of reading this paper, readers should: (1) Understand cognitive behavioural therapists' attitudes towards chairwork. (2) Appreciate therapists' anxiety and avoidance in relation to chairwork. (3) Identify the key factors that facilitate or inhibit the use of cognitive behavioural chairwork. [ABSTRACT FROM AUTHOR]

This article aims to investigate the process of appropriation of the concept of number by students of the first year of elementary school. For this, we developed a formative experiment, a scientific methodology that allows investigating the process of development of the subjects and the ways of organising teaching. In this experiment, we developed a didactic unit on the concept of number. In the process of elaborating and developing the formative experiment, it was possible to investigate the interrelationship between the study activity and other human activities, in particular, the role play. In summary, when developing this investigation, we evaluated that in learning the concept of number, students performed, at first, actions based on the sensory perception of reality, which means that the abstractions and generalisations the children elaborated were based on the logic of empirical thinking. However, with the intervention guided by the researcher, we found that the children began to understand that the essence of the concept of number does not exist without the relationships between the quantities, whether they are discrete or continuous, thus revealing the process of forming theoretical thinking. From the data analysed in this research, we conclude that it is possible to overcome traditional pedagogical practices that reduce the concept of number to memorisation, copying, and recitation of the numerical sequence, based on the systematisation of teaching actions that give priority to the learning of this concept based on relationships between the quantities. [ABSTRACT FROM AUTHOR]

Background: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses' knowledge on patient care needs exploring. Aim: To describe interactive workshops as a learning and teaching method for PHC nurses. Setting: Primary healthcare clinics. Methods: Systematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling (n = 26) led to clinic inclusion at the control (n = 5) and experimental (n = 5) sites. Nurses (n = 42) were conveniently selected for the control (n = 21) and experimental (n = 21) groups. Experimental participants (n = 21) attended interactive workshops (n = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages. Results: Articles reviewed (n = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and (< 0.01). Results from the questionnaire revealed participants' satisfaction with the interactive workshops. Conclusion: Interactive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further. Contribution: Interactive workshops are a feasible instructional method during refresher courses for healthcare providers. [ABSTRACT FROM AUTHOR]

Electrical Engineering Education needs the students to have prior knowledge of mathematical tools and analytical skills which warrants the need for collaborative learning. This paper explores the impact of collaborative learning strategies on the academic performance of students in electrical and electronics engineering. The purpose of this paper is to assess the learning of students in courses with a high quotient of analytical thinking and reasoning. The objective is to enhance the learning of students through creative and collaborative activities designed to ignite young minds. Homogeneous groups were formed and instructions related to collaborative activity were read out in class and made available on the learning management system. Students are given five to eight days for submission of results, interim evaluation, and preparation of presentation which is assessed based on published rubrics. The impact of collaborative learning strategies discussed in this paper is targeted towards the positive growth of individual students acquiring technical and managerial skills. The technical training conducted for students necessitates them to have prerequisite knowledge of foundation courses. It is observed that the students who have experienced collaborative learning methods have performed better during technical training. The collaborative activities have shown a positive response from students in the classroom and their performance in exams has improved. Group activities like chart-making, case-based learning, project-based learning and role play exercise can be planned for few topics in any engineering course design to ignite young minds towards technical topics discussed in theoretical courses with no practical content. [ABSTRACT FROM AUTHOR]

Background: Verbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients' satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses. Methods: Three raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis. Results: From the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task 'Gathering information' (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for 'Exploration of the patients' problems to discover the biomedical perspective' (p = 0.007), 'Exploration of the patients' problems to discover background information and context' (p = 0.0004) and for 'Closing the session – Forward planning' (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups. Conclusions: Medical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students' awareness for this type of communication and increase doctor-patient interaction effectiveness. [ABSTRACT FROM AUTHOR]

This paper investigates the variation in and development of a set of morphological variables in a register known to be used by Norwegian children when engaging in role play. In this register they code-switch to something resembling the standard or Oslo variety for their in-character role utterances. The variation across variables, subjects, and age is demonstrated and discussed, and although most variables are used in the standard variants, their rates vary. A fitted binomial generalised mixed effect analysis on the most frequent variables shows that the rate of standard variants increases significantly as an effect of age. [ABSTRACT FROM AUTHOR]

John Asumang Imperial College School of Medicine, Imperial College London, London, UKCorrespondence: John AsumangImperial College School of Medicine, Imperial College London, London, UKEmail ja1516@ic.ac.uk View the original paper by Mr Agago and colleagues

Pesatnya perkembangan teknologi yag mencakup banyak bidang membawa banyak pengaruh dalam kehidupan masyarakat, salah satunya yakni peranan wanita. Pada zaman modern ini, banyak wanita yag memiliki profesi ganda atu biasa dikenal dengn sebutan wanita karir. Dan Islampun tidak melarang wanita untvk berkarir atu berkiprah diluar lingkup keluarga, justru Islam memberikan dorongan kepada wanita untvk berkarya dalam bidang yag sesuai dengn kemampuannya dengn catatan sesuai dengn apa yag ada dalam syari’at Islam. Para wanita juga tidak lupa akan tanggung jawab serta tugasnya dalam keluarga. Jika pada saat ini wanita sudah bisa berkiprah di dunia luar maka seharusnya wanita karir juga bisa berperan dalam dunia pendidikan Islam. Tujuan dari peneliIan ini adslah mengetahui maksud dari wanita karir dan menganalisis peranannya pada dunia pendidikan Islam. PeneliIan ini menggunakan metode telaah pustaka, yag sumber datanya didaqat melalui teknik dokumentasi dengn mengumpulkan buku-buku terkait dengn permbahasan wanita karir dan pendidikan Islam. Setelah melalui proses analisis daqat diambil sebuah kesimpulan bajwa peran yag dimiliki wanita karir dalam pendidikan Islam sangat penting karen seorang wanita juga berperan sebagai ibu dalam keluarganya, daqat dikatakan bajwa ibu merupakan sekolah pertama bagi seorang anak. Setiap anak dilahirkan dalam keadaan suci maka sangat penting peran wanita dalam mendidiknya sesuai dengn ajaran dan norma agama yag baik.

The paper compares the role play of preschool children from 3 to 7 years with two different types of play material: play clothes and open-ended materials. The role is understood as a three-part process, including renaming, changing the appearance and playing actions. It is shown that role substitution depends on the object environment: children of the same age play differently in two different object environments. Children 3-5 years demonstrate more integral play in open-ended environment. They call themselves a role-name and their actions and changing the appearance often support it. In comparison children of this age often rename themselves, but rarely realize a new name in play actions in environment with play clothes. Role substitution of children of 6 years are different: children do not play in a open-ended environment, but they realize plots with varying degrees of complexity in play clothes' environment. It could be explained by the structured environment is much safer for this age group. It concluded that open-ended environment is more suitable for play needs of preschool children, because role substitution is accompanied by research, testing activity, which fill the role with emotionally content.

Abstract Background This paper responds to previously published debate in this journal around the use of sociolinguistic methods in communication skills training (CST), which has raised the significant question of how far consultations with simulated patients reflect real clinical encounters. This debate concluded with a suggestion that sociolinguistic methods offer an alternative analytic lens for evaluating CST. We demonstrate here that the utility of sociolinguistic methods in CST is not limited to critique, but also presents an important tool for development and delivery. Methods Following a scoping review of the use of role play and simulated interaction in CST for healthcare professionals, we consider the use of the specific sociolinguistic approach of conversation analysis (CA), which has been applied to the study of health communication in a wide range of settings, as well as to the development of training. Discussion Role play and simulated interaction have been criticised by both clinicians and sociolinguists for a lack of authenticity as compared to real life interactions. However they contain a number of aspects which healthcare professionals report finding particularly useful: the need to think on one’s feet in real time, as in actual interaction with patients; the ability to receive feedback on the simulation; and the ability to watch and reflect on how others approach the same simulation task in real time. Since sociolinguistic approaches can help to identify inauthenticity in role play and simulation, they can also be used to improve authenticity. Analysis of real-life interactions using sociolinguistic methods, and CA in particular, can identify actual interactional practices that are used by particular patient groups. These practices can then be used to inform the training of actors simulating patients. In addition, the emphasis of CA on talk as joint activity means that proper account can be taken of the way in which simulated interaction is co-constructed between simulator and trainee. Summary We suggest that as well as identifying potential weaknesses in current role play and simulation practice, conversation analysis offers the potential to enhance and develop the authenticity of these training methods.

The article deals with the psychological and pedagogical problems of training situational centers (TSC) as a learning environment for group decision-making. TSC have a significant role to play in the process of formation of a new type of managerial personnel, managers for the "digital economy" and "digital state. Emphasizes the importance of workplaces as a Central element for the functioning of TSCs; in this case, the workplace is treated as an element of the educational environment in relation to two related subject areas – social management and education. The script approach at the organization of educational activity in TSC is described; the script of an educational task contains, in particular, characteristics and the description of the principles of work of the corresponding workplaces, and also methods of work of participants of studies (students, teachers, experts, game technicians, producers). The importance of forming a visual information image of the management situation for the collective work of students is emphasized. We consider the models of classes in the TSC (lecture-discussion, case-study, role play), as well as psychological, didactic, technological and organizational factors taken into account in these models. The problem of "Brainstorming" is considered as an example of communicative decision-making technology in the TSC.

This study aims to improve speaking skills in early childhood early childhood Children Sholeh Purwokerto. This research is a class act who adapted from Suharsimi Arikunto. The study consisted of two cycles and each cycle consisted of three meetings. Data collection techniques gained through observation, documentation, interviews. Subjects in this study were children in group B ECD Children Sholeh Purwkerto the 16 children with details of nine boys and seven girls. Data analysis was performed by descriptive analytic. The success of the student is determined criteria ≥75%, it means the student is successful if achieving ≥ 75% of goals or values that should be achieved, less than the otherwise poorly managed. The results showed that the learning outcomes of students' speaking skills through activities that play an increasing role. Before speaking skill attainment measures the percentage of only 61.01%. In the first cycle speaking skills increased to 63.19%, thus the percentage increase between prior action and the first cycle was 2.18%. In the second cycle increased speaking skills become 88.48%. An increasing percentage of speaking skills early in the first cycle and the second cycle is equal to 25.29%.

This paper reports on the use of role-play as a scenario-based learning approach in the teaching of counselling skills, client assessment and diagnostic interviewing within psychological training. While role-play is not a new technique in teaching such skills, its use is generally reserved for the training of higher level students. This paper explores the use of role-play for undergraduate training, its usefulness and how ambiguity and uncertainty can be incorporated into scripts for more effective training. Through a process of constructivist learning, students arrive at meaning between each other in how they approach even improvised role scripts

Abstract Background It is important that mental health nursing students at Bachelor level obtain effective communication skills. Many students dread the fact that in the mental health field they will encounter patients and relatives with various backgrounds and personalities. Large classes and limited teaching resources in nursing education are challenging. To prepare students for mental health nursing practice, a communication skills course based on the blended learning method was developed and carried out at two different campuses. The aim of the study is to explore Bachelor nursing students’ appraisal of blended learning methods for enhancing communication skills in mental health nursing. Methods This study employed an exploratory design. Teaching and information materials were available on the learning management system (LMS). Videotaped role play training was carried out in the Simulation Department. Data were collected after the course by means of a questionnaire with closed and open-ended questions. The response rate was 59.2%. Quantitative data were analysed using the Statistical package for the Social Sciences (SPSS) and the Kruskal Wallis test, while qualitative data were analysed by content analysis based on Graneheim and Lundman’s approach. Results No impact of background variables was observed. Students appreciated teachers’ participation in role play and immediate feedback was considered especially important for learning outcomes. The students perceived that their communication skills and knowledge had improved after completing the blended learning programme. Conclusions According to the nursing students, blended learning is an appropriate method for improving communication skills in preparation for mental health nursing. Blended learning makes it possible to build flexible courses with limited resources.

Consciousness is a very important aspect in the teaching and learning of Grammar in EFL Classroom.It makes students become aware not only on the form or the language pattern, but also on the meaning and the way to use it. For this case, this research aims to describe the use of role play as a communicative task for encouraging students’ consciousness in learning grammar. The research was done in grammar class B of 2016-2017 that consisted 35 students as the participants of this research. The researcher did observation and interview to collect the relevant data to give the better supports in finding out what had been stated in the research’s purpose. The finding of this research showed that role play enabled the students to study grammar communicatively. In this case, the students became conscious to create many sentences based on the given topic and context and then use those sentences in their role-play. In other word, the students gained both grammar competence and communicative competence. Also, the researcher found that the students showed positive attitudes during the teaching and learning grammar process by using role play.

This paper aims to identify and discuss relevant issues, in terms of military pedagogy, regarding the using of role play in the training of future officers, given the characteristics of the military organization and the psycho-behavioral traits required of commanding officers. A secondary analysis of quantitative and qualitative data (collected through an opinion questionnaire) was conducted. The results show that role play is perceived as an effective method of training, especially for the psycho-behavioral and attitudinal component, and less for the intellectual component of personality. The data show that, although role play is a collective method, which can only take place with the participation of the military team, the process of developing leadership skills is an individual one. Every student, whether actor or observer during the role play, evolves on their own, regardless of their relationship with colleagues or their position in the military team. The timely and proper intervention of instructor-facilitator in the role play could increase the success rate of this pedagogical method. [ABSTRACT FROM AUTHOR]

Background: Home visiting is a service offered to pregnant mothers, children from birth to eight years old and their families in their homes. Home visits were found to enhance parenting, school readiness and health. Review of Home Visiting's history indicates that home visitors' roles and responsibilities have changed with the passage of time. Today's emphasis on family rather than individual, and on family control rather than a directive style means home visitors need more expertise, experience and versatility than ever before. Objectives: Short term- To enhance students learning experience by using role play. Intermediates: To develop innovative teaching learning approaches. Long Term: 1. Using innovation in the health care settings by future nursing educators. 2. Apply skills in Futuristic Research. Material and Method: Presents study is descriptive study conducted among 80 Students of Basic B.Sc. Nursing 2nd year by using non probability convenient sampling technique. The Checklist OSCE and feedback form was selected as tool for data collection. Result: The mean score of Role play group is 9.32 and Non role play group 6.27 the essential skills are increased with use of role play. The comparison between two groups shows that calculated value is more than table value tcal = 16.51 and t tab = 1.98 p=0.0001 p<0.05 hence it is significant. The Major: The analysis of the data of the study samples gives an idea about the general information about effectiveness if using role play. Conclusion: After the detail analysis of the study, following conclusions were drawn. They require new innovative teaching learning interactive method to enhance their knowledge and create more interest in learning. [ABSTRACT FROM AUTHOR]

This paper provides an example of an innovative science activity applied in a science methods course of 48 future science teachers at a small university in northeastern Turkey. The aim of the activity is to help prospective science teachers understand the phases of the moon in a simple way bay using a role play teaching techniques and see an innovative teaching example implemented by the instructor. [ABSTRACT FROM AUTHOR]

Mixed reality is advancing exponentially in some innovative industries, including manufacturing and aerospace. However, advanced applications of these technologies in architecture, engineering, and construction (AEC) businesses remain nascent. While it is in demand, the use of these technologies in developing the AEC digital pedagogy and for improving professional competence have received little attention. This paper presents a set of five novel digital technologies utilising virtual and augmented reality and digital twin, which adds value to the literature by showing their usefulness in the delivery of construction courses. The project involved designing, developing, and implementing a construction augmented reality (AR), including Piling AR (PAR) and a virtual tunnel boring machine (VTBM) module. The PAR is a smartphone module that presents different elements of a building structure, the footing system, and required equipment for footing construction. VTBM is developed as a multiplayer and avatar-included module for experiencing mechanisms of a tunnel boring machine. The novelty of this project is that it developed innovative immersive construction modules, practices of implementing digital pedagogy, and presenting the capacity of virtual technologies for education. This paper is also highly valuable to educators since it shows how a set of simple to complex technologies can be used for teaching various courses from a distance, either in emergencies such as corona virus disease (COVID-19) or as a part of regular teaching. This paper is a step forward to designing future practices full of virtual education appropriate to the new generation of digitally savvy students. [ABSTRACT FROM AUTHOR]

The Museo Archeologico dei Ragazzi (Children's Archaeological Museum) is a museum of prehistoric archaeology based in Nardò (Lecce -- Italy). Its specific aim is to inspire the enquiring minds of children. The museum was founded by Maria Laura Spano with the aim of testing the results of her research in archaeology for children. The museum has a tactile room, where children learn about technology in prehistoric times through a multisensory experience, a 3000 sqm area featuring a Palaeolithic camp, a Neolithic settlement and two outdoor activity areas where children can experience an excavation of a Neolithic tent and of a Messapian building. These learning areas allow children to experience life in prehistoric times, to carry out specific research activities, to investigate, to identify and solve problems, to work and collaborate with other children, to reflect on their own choices and to assess their decisions through two different methodologies, living history and role play. All these activities introduce children to life in Prehistoric times and allow children to acquire specific skills while playing and having fun together. The Children's Archaeological Museum acts as a mediator between schools and the other museums in the town of Nardò. Its activities integrate well with elementary school programmes and help guide children towards the acquisition of those pre-requisites which are fundamental to the understanding of local history. [ABSTRACT FROM AUTHOR]

Background: As lack of awareness of rare diseases (RDs) among healthcare professionals results in delayed diagnoses, there is a need for a more efficient approach to RD training during academic education. We designed an experimental workshop that used role-play simulation with patient educators and focused on teaching "red flags" that should raise the suspicion of an RD when faced with a patient with frequently encountered symptoms. Our objective was to report our experience, and to assess the improvement in learners' knowledge and the satisfaction levels of the participants.Results: The workshop consisted of 2 simulated consultations that both started with the same frequent symptom (Raynaud phenomenon, RP) but led to different diagnoses: a frequent condition (idiopathic RP) and an RD (systemic sclerosis, SSc). In the second simulated consultation, the role of the patient was played by a patient educator with SSc. By juxtaposing 2 seemingly similar situations, the training particularly highlighted the elements that help differentiate SSc from idiopathic RP. When answering a clinical case exam about RP and SSc, students that had participated in the workshop had a higher mean mark than those who had not (14 ± 3.7 vs 9.6 ± 5.5 points out of 20, p = 0.001). Participants mostly felt "very satisfied" with this training (94%), and "more comfortable" about managing idiopathic RP and SSc (100%). They considered the workshop "not very stressful" and "very formative" (both 71%). When asked about the strengths of this training, they mentioned the benefits of being put in an immersive situation, allowing a better acquisition of practical skills and a more interactive exchange with teachers, as well as the confrontation with a real patient, leading to a better retention of semiological findings and associating a relational component with this experience.Conclusions: Through the use of innovative educational methods, such as role-play simulation and patient educators, and by focusing on teaching "red flags", our workshop successfully improved RP and SSc learning in a way that satisfied students. By modifying the workshop's scenarios, its template can readily be applied to other clinical situations, making it an interesting tool to teach other RDs. [ABSTRACT FROM AUTHOR]

Teaching an Introduction to Business Management course to 800 first-year Commerce students in today’s academic environment is challenging. Add to this the challenge that many business schools have the view that the purpose of business education is not only to support the acquisition of useful skills and knowledge to perform well in the workplace, but to also develop ethical decision making and value-driven leadership skills. The teaching challenge is presented here through the lens of an optimization problem. Select the optimal teaching approach that maximizes deep student learning resulting in the achievement of the learning outcomes subject to a set of exogenous and endogenous constraints. High-impact teaching practices are reviewed for integration consideration into an introductory business course curriculum. A current first-year introductory business course curriculum is proposed as a solution to the challenge, followed by key lessons learned from the proposed practiced pedagogy. [ABSTRACT FROM AUTHOR]

Background. Equipping students with knowledge, skills, and attitudes to engage in safe and competent ultrasound practice is important. Due to increasing numbers of students, limited training resources and busy clinical departments, it may be impossible to maintain effective clinical skills competence transfer to students. The use of simulation based learning, accompanied with student generated videos, are methods which could be used to assist in the transfer of clinical skills' competence in ultrasound. Objective. To develop teaching and learning approaches that optimise clinical ultrasound skills transfer in training vascular technology in a resource-constrained teaching institution. Methods. A qualitative study was adopted. Three stages of teaching and learning were designed and implemented. The stages were: a face-to-face lecture followed by a clinical placement experience; a face-to-face lecture followed by viewing of a YouTube video; and a face-to-face lecture, and student generated videos of students performing Doppler ultrasound scans of the carotid and vertebral arteries on each other. A follow-up interview was conducted to identify students' preferred method of skills competency transfer for the localisation of the carotid and vertebral arteries. Findings. The students indicated that skills acquisition was more effective in teaching and learning through the student generated videos while scanning each other. This improved student engagement and helped students to develop empathy for patients. A face-to-face lecture and clinical attachments were not preferred as students indicated challenges such as the pressure of work and failure to get patients with the examination they needed to practice. Conclusion. The study showed that practical ultrasound simulation and video recording is an effective way of training which could be adopted in a resource-constrained training institution where computer simulation is not available. [ABSTRACT FROM AUTHOR]

Focusing on the servant, this article analyzes figurations of disobedience in Robert Walser's novel Jakob von Gunten (1909) in dialogue with formal genre conventions. Jakob von Gunten: Ein Tagebuch presents itself as the diary of the eponymous pro tagonist who, at the beginning of the twentieth century, enters a school for servants in Berlin to break with his aristocratic lineage. In contrast to the narrative arc of the Bildungsroman and Entwicklungsroman that envisages self-realization through progressive education, the novel abandons teleological emplotment in favour of the performance of servility. Rather than embracing the Enlightenment program of self-realization through learning and experience, Jakob overtly champions a down ward career in defiance of both his aristocratic origins and developmental progress. However, this article demonstrates that, in the context of modernity, his role play as a quasi-feudal servant stages negative exceptionalism as a new form of perfection: Jakob wants to turn into "eine reizende kugelrunde Null" precisely because this zero position without value generates absolute agency. The analysis of the formal features of Jakob's diary entries complements the thematic exploration of his escapades, dreams, and fantasies, which often stage an aggrandized and omnipotent alter ego. In so doing, I show that the performance of disobedience in Walser's novel articulates an exclusive and elusive subjectivity. [ABSTRACT FROM AUTHOR]

Objectives: To identify the importance of role plays as a learning and teaching modality and find out its effectiveness in improving the communication and critical thinking skills of students. Material and Methods: This Quasi-Experimental study was conducted in Kabir Medical College Peshawar that is a private sector medical institute situated in the north of Peshawar, Pakistan. Probability technique of simple random sampling was used to select 100 students from Year-3, and role plays sessions were conducted by dividing the students into 2 groups with 50 students each. Groups 1 performed the role plays followed by feedback. Group 2 was given brief video demonstration of a breaking bad news sessions only and then asked to give their feedback. Data was collected from both groups by filling a self-designed questionnaire that was previously pilot tested amongst 7 students. The data was analyzed using SPSS version 23. Chi-square test was used to compare the responses of two groups with a P value of less than 0.05 was considered significant. Results: In group 1, 47 out of 50 students (94%) and in group 2, 32 out of 50 students(64%) admitted that role-play scan improve critical thinking and communication skills (p=0.02). Regarding role plays as a teaching modality, 46 out of 50 students (92%) in group 1 and 28 out of 50 (56%) in group 2, rated it to be effective (p=0.02). Considerably small number of students had any previous participation in role plays, 14 in group 1 and 15 in group 2 (p value=0.21). Conclusion: Role plays as a teaching and learning modality is an innovative style of teaching in improving the communication and critical thinking skills of students. [ABSTRACT FROM AUTHOR]

LGBTQ+ students experience discrimination within schools and increased rates of academic and mental health concerns when compared to heterosexual and cisgender peers. The researchers delivered an LGBTQ+ training to teacher education and school administration students before participants entered field placement in K-12 schools. Participants learned about LGBTQ+ student needs, their own biases, and basic helping skills to support student needs in school. The researchers administered the Gay Affirmative Practice Scale before and after the training, finding significant increases in participants' self-reported affirmative beliefs and behaviors. Assessment psychometrics and implications for school personnel and professional counselors are provided. [ABSTRACT FROM AUTHOR]

Narratives are an integral part of social interactions and are particularly challenging for children with specific language impairment (SLI). However, it is unclear which sampling context is the most effective for children to display their narrative competence. In this study the context of social role play was considered as a sampling context because during play children describe events that are experienced by fictional characters. The aim of this study was to examine whether preschoolers with and without SLI produce narrative elements of macrostructure during role play. Consistent with previous studies, children with normal language skills were more likely to produce complete episodes and their narratives were more cohesive than those of children with SLI, who were more likely to produce leap-frogging narratives. Results support accounts that assume an association between play and narrative, which further strengthens the importance of play as a context for diagnostic and intervention. Role play could be a context for facilitating narrative development in children with SLI because story grammar is enacted and is, therefore, more explicit than inferring temporal or causal relations of story events from looking at picture books. [ABSTRACT FROM AUTHOR]

This article explores a specific aspect of Stanislavski's methods of training actors to examine the potential benefits for helping clients in the cultivation of new perceptions through empathy, which may, in turn, help toward psychic healing. Stanislavski's methods of training actors, which is rooted in understanding the human condition, are the underpinnings for most modern acting theories. This discussion builds an additional bridge between acting theory and counseling theory to investigate additional therapeutic benefits of acting in a clinical setting. This article adds to the conversation of the possibility of expanding applications of drama therapy based on specific aspects of acting theories. [ABSTRACT FROM AUTHOR]

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The purpose of this study is to discuss notions of femininity and masculinity in situations of argumentation among Swedish upper-secondary students who are studying Natural Science. The empirical material is drawn from an ethnographic inspired study, where I followed a group of students in all of their science teaching throughout a semester. This study includes three classroom situations where the students are given a task to play roles where they either argue for or against nuclear power and where they are asked to argue for or against genetically engineered organisms. The students also asked to defend the position of one country in negotiations to limit greenhouse gas emissions in an international climate conference. This study will focus on relational situations at the micro level that are related to masculinities and femininities at the macro-level. The results show how the constructions of argumentation in the role playing tasks are based on an economic terminology and rationality, which can be said to represent a masculine approach. In contrast, the discussions that followed the role playing allowed for affective presentations, which are often regarded as feminine. This study discusses how a critical perspective can contribute to the awareness of the logic of these rendered performances. [ABSTRACT FROM AUTHOR]

While the presence of musicology on public radio stations has considerably diminished over the last ten years, the use of radio creation to renew music mediation practices has, at the same time, produced particularly promising results. By looking back at the experiments carried out in the two CNSMDs (of Paris and Lyon) and in the ENS Ulm and Lyon for the independent program Metaclassique on the one hand, and in the radio creation workshop Le Labo (Radio-Télévision-Suisse) on the other hand, this study seeks to show how radio, mobilized beyond its journalistic re9exes, can be a privileged medium for developing a sensitive and otherwise re9exive relationship to the practice of musicology. [ABSTRACT FROM AUTHOR]

Communication skills is an essential competence for physicians. Good communication skills correlate with higher patient satisfaction and overall patient outcome. Therefore, such training should start as early as in the undergraduate curriculum with experiential methods and more advanced skills to be integrated at different levels. Design of the training program should prepare for the transfer of communication skills into the clinical setting. Supervision from clinician educators could enhance the transfer of communication skills. Faculty development programs could help clinician educators to develop teaching skills needed in teaching communication. Continuous feedback from teachers and reflective practice of the learners are essential for effective learning of communication skills. The design of the teaching should be based on theory such as adult learning theory or experiential learning. Gagne's model provides a template for the systemic design of instructional events, and this article will illustrate an example of teaching communication skills based on the model. [ABSTRACT FROM AUTHOR]

Hadoop is a well‐known big data system and a subject covered in many big data courses. This article describes two role play games for teaching the two fundamental components in the Hadoop framework, MapReduce and Hadoop Distributed File System (HDFS). In the games, students form teams and play different roles as a part of a Hadoop cluster. The games are designed to let students collaborate with peers in the same way as MapReduce and HDFS components collaborate to perform computing jobs in a Hadoop cluster. Utilizing a computer communication channel, the games are designed to let students quickly and effectively understand typical MapReduce and HDFS operations. Survey results from students in two big data classes show that the games effectively improve learning outcome in understanding MapReduce and HDFS workflow and the Hadoop framework in general. Students appear more engaged in class activities and communicate with peers more often. [ABSTRACT FROM AUTHOR]

Copyright of Synergies Afrique des Grands Lacs is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article outlines the experience gained in the first twelve (12) months of the Path2Integrity (P2I) learning programme, an initiative designed to promote reliable research results and responsible research practices with all students, not only those destined to be researchers. Path2Integrity learning cards are student-centred instructions with a dialogical approach, using role-playing and storytelling aimed at fostering a culture of research integrity. This report shows that feedback gathered in this first year of the P2I programme supported the following three actions. First, the feedback informed distinctions between the different contexts of research education and citizen education. Second, a handbook was prepared to accompany the learning cards. And finally, students will be asked in the future to reflect on the competencies each learning card features. A review of the feedback and actions will be followed by an overview of the implications for the programme itself and for research integrity education in general. [ABSTRACT FROM AUTHOR]

Copyright of Synergies Algérie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Role-playing is a teaching technique that provides students with an opportunity to engage with the material in a unique way within the classroom setting. A classroom role-play can involve students reading pre-designed scripts, students play acting characters described on role cards, or students acting out characters of their own creation. Regardless of the specific approach, role-play activities can serve to increase student retention, understanding, and engagement with the course material. In this session, educators explore the benefits and challenges associated with using role-play activities in the classroom. Participants get a chance to experience a role-play activity and consider how to facilitate a role-play that creates a memorable experience and contributes to course learning outcomes. The ultimate goal is to provide participants with the tools to use role-playing in their own teaching practices. [ABSTRACT FROM AUTHOR]

Negotiation exercise design is a skill that, such as negotiation itself, is rooted in certain core principles and can be refined with practice. How writers approach the design process is the key to producing effective exercises and powerful learning experiences. This article addresses five core principles that can be used to curate both simple and moderately complex negotiation exercises, including games, role plays, and simulations. These core principles are (1) define the purpose, (2) determine the format, (3) maintain focus, (4) test the function, and (5) plan for a debrief. These principles can be used as a general framework to help writers overcome the challenges inherent in exercise design and empower them to create and deliver their own tailored negotiation exercises. The principles are a tried‐and‐true method developed from the authors' own experience designing the material for university curricula, executive education, and workshops for government, military, and private clients. [ABSTRACT FROM AUTHOR]

Education at universities requires a high proportion of self-study supported by instruments which motivate students to deepen their knowledge with case studies and training software. The gain in learning is higher when what is learned is reflected by others in a cooperative process. The Class Peer Review (CPR) requires from students to evaluate each other but lecturers lose a lot of time when applying it during the lecture. Research on CPR shows many different approaches to how this method should be carried out effectively and many of them still demand a high presence of the lecturer. In contrast to most studies, this article reports the results of a CPR conducted outside the classroom and assisted by a web-supported role playing game representing a publisher where a common online class journal is used as an incentive and motivational element. The effectiveness of CPR was examined by means of a quasi-experimental study. It turned out that the experimental group used the training software significantly more frequently in addition to the lecture materials and a meaningful increase in group dynamics was recorded. Also female students were more motivated to continue this type of group work in the future. Final grades were better under CPR conditions, but the effect was statistically weak. Basically, the CPR method seems to be an effective tool to extend problem-based teaching to the self-learning phase if practiced in combinaktion with a role play and fictive Class-Journals as incentive. This provides further potential to e-learning instruments. [ABSTRACT FROM AUTHOR]

The acquisition of interviewing skills is a hallmark of social work education; however, few studies have examined the experience of learning these skills from the students' perspective. This qualitative study undertaken in Ontario, Canada, examined Bachelor of Social Work (BSW) students' perceptions of interviewing. Individual interviews were conducted with second-year BSW students (n = 17) following their completion of an interviewing course. The following six themes emerged as to how students perceived learning interviewing skills: 1) emotional responses; 2) physiological responses; 3) psychological responses; 4) coping strategies; 5) the need for constructive criticism; and 6) the role of the course instructor. The study suggests that instructors normalize the presence of negative emotions and provide more structure and instructions for giving and receiving feedback when using role-plays. [ABSTRACT FROM AUTHOR]